東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Exploring Aspects of Science Literac...

Jusino, Samantha Lynn.

Linked to FindBook

Google Book

Amazon

博客來

Exploring Aspects of Science Literacy Demonstrated by Early Undergraduate STEM Majors through a Manuscript-Style Writing Assignment.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Exploring Aspects of Science Literacy Demonstrated by Early Undergraduate STEM Majors through a Manuscript-Style Writing Assignment./
Author:	Jusino, Samantha Lynn.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	331 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-11, Section: A.
Contained By:	Dissertations Abstracts International81-11A.
Subject:	Higher education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27771673
ISBN:	9781392378069

Exploring Aspects of Science Literacy Demonstrated by Early Undergraduate STEM Majors through a Manuscript-Style Writing Assignment.
Jusino, Samantha Lynn.

Exploring Aspects of Science Literacy Demonstrated by Early Undergraduate STEM Majors through a Manuscript-Style Writing Assignment. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 331 p.

Source: Dissertations Abstracts International, Volume: 81-11, Section: A.

Thesis (Ph.D.)--West Virginia University, 2020.

This item must not be sold to any third party vendors.

Over the past twenty years, scientific literacy amongst undergraduates has not improved despite their exposure to higher education science classes. Underlying mechanisms of science literacy development are poorly understood; however, exposure to authentic practices in science has been demonstrated as a means to fostering science literacy development. A unique approach to studying science literacy is through examining the three domains of the science literacy conceptual framework developed in this study, Science as Access, Science as Process, and Science as a Sociopolitical Factor and their components as they emerge through the process of writing a manuscript-style writing assignment. In this exploratory qualitative study, three research questions are addressed: 1. How do students demonstrate science literacy at different points in the writing process as they work towards completing the manuscript style writing assignment, 2. How do course artifacts related to this assignment demonstrate science literacy, and 3. How do students talk about what it means to be scientifically literate? Eight introductory STEM students participated in this study; using a combination of interviews and artifacts surrounding the manuscript-writing process and analytic techniques, a pre-structured case study was developed for each participant. A cross-case analysis was performed across all eight pre-structured cases to develop themes consistent across cases. A total of nine themes emerged from the data. The data suggested that all eight students demonstrated some aspects of science literacy. The cross-case analysis suggested that introductory STEM students have similar strengths and struggles within the Science as Access and Science as Process domains often disregarding the Science as Sociopolitical Factor domain. Students' perceptions also had an influence on their manuscript-style writing assignment. The implications of this study indicated that to further support science literacy in the undergraduate STEM classroom, students should be engaged in communities of practices starting in introductory courses to increase exposure to authentic practices, these authentic practices should be spread across the curriculum to challenge students to develop scientific writing norms, and the scientific writing process should be scaffolded throughout and across the curriculum and iterative in nature to promote development of science literacy.

ISBN: 9781392378069Subjects--Topical Terms:

641065
Higher education.
Subjects--Index Terms:

Scientific literacy

Exploring Aspects of Science Literacy Demonstrated by Early Undergraduate STEM Majors through a Manuscript-Style Writing Assignment.
LDR:03694nmm a2200373 4500 001 2266278
005 20200608092724.5
008 220629s2020 ||||||||||||||||| ||eng d
020 $a 9781392378069
035 $a (MiAaPQ)AAI27771673
035 $a (MiAaPQ)WVirginia8475
035 $a AAI27771673
040 $a MiAaPQ $c MiAaPQ
100 1 $a Jusino, Samantha Lynn. $3 3543467
245 1 0 $a Exploring Aspects of Science Literacy Demonstrated by Early Undergraduate STEM Majors through a Manuscript-Style Writing Assignment.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 331 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-11, Section: A.
500 $a Advisor: Luna, Melissa J.;Hayes, Sharon B.
502 $a Thesis (Ph.D.)--West Virginia University, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a Over the past twenty years, scientific literacy amongst undergraduates has not improved despite their exposure to higher education science classes. Underlying mechanisms of science literacy development are poorly understood; however, exposure to authentic practices in science has been demonstrated as a means to fostering science literacy development. A unique approach to studying science literacy is through examining the three domains of the science literacy conceptual framework developed in this study, Science as Access, Science as Process, and Science as a Sociopolitical Factor and their components as they emerge through the process of writing a manuscript-style writing assignment. In this exploratory qualitative study, three research questions are addressed: 1. How do students demonstrate science literacy at different points in the writing process as they work towards completing the manuscript style writing assignment, 2. How do course artifacts related to this assignment demonstrate science literacy, and 3. How do students talk about what it means to be scientifically literate? Eight introductory STEM students participated in this study; using a combination of interviews and artifacts surrounding the manuscript-writing process and analytic techniques, a pre-structured case study was developed for each participant. A cross-case analysis was performed across all eight pre-structured cases to develop themes consistent across cases. A total of nine themes emerged from the data. The data suggested that all eight students demonstrated some aspects of science literacy. The cross-case analysis suggested that introductory STEM students have similar strengths and struggles within the Science as Access and Science as Process domains often disregarding the Science as Sociopolitical Factor domain. Students' perceptions also had an influence on their manuscript-style writing assignment. The implications of this study indicated that to further support science literacy in the undergraduate STEM classroom, students should be engaged in communities of practices starting in introductory courses to increase exposure to authentic practices, these authentic practices should be spread across the curriculum to challenge students to develop scientific writing norms, and the scientific writing process should be scaffolded throughout and across the curriculum and iterative in nature to promote development of science literacy.
590 $a School code: 0256.
650 4 $a Higher education. $3 641065
650 4 $a Language arts. $3 532624
650 4 $a Science education. $3 521340
653 $a Scientific literacy
653 $a Undergraduates
653 $a STEM majors
653 $a Manuscript-style writing
690 $a 0279
690 $a 0745
690 $a 0714
710 2 $a West Virginia University. $3 1017532
773 0 $t Dissertations Abstracts International $g 81-11A.
790 $a 0256
791 $a Ph.D.
792 $a 2020
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27771673